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Performance Expectations:
Performance Expectations:
In the second grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
NGSS Summary:
NGSS Summary:
In second grade, help students formulate answers to questions such as: “How does land change and what are some things that cause it to change? What are the different kinds of land and bodies of water? How are materials similar and different from one another, and how do the properties of the materials relate to their use? What do plants need to grow? How many types of living things live in a place?” Second grade performance expectations include PS1, LS2, LS4, ESS1, ESS2, and ETS1.
Disciplinary Core Ideas from NCR Framework:
Disciplinary Core Ideas from NCR Framework:
Students are expected to develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also expected to compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land to compare design solutions to slow or prevent such change. Students are able to use information and models to identify and represent the shapes and kinds of land and bodies of water in an area and where water is found on Earth.
Crosscutting Concepts:
Crosscutting Concepts:
The crosscutting concepts of patterns; cause and effect; energy and matter; structure and function; stability and change; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the second grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
These strands are not to be taught in a sequential order, but should be integrated throughout the year.
Life Science Concepts
Life Science Concepts
Core Ideas:
Core Ideas:
2-LS2: Ecosystems: Interactions, Energy, and Dynamics
LS2.A: Interdependent Relationships in Ecosystems
Plants depend on water and light to grow. (2-LS2.1)
Plants depend on animals for pollination or to move their seeds around. (2-LS2.2)
ETS1.B: Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (Secondary to 2-LS2-2)
GLEs: SA.1-2; SC.1-3; SE.2
2-LS4: Biological Evolution: Unity and Diversity
LS4.D: Biodiversity and Humans
There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4.1)
GLEs: SA.1-2; SC.1-3
Performance Expectations:
Performance Expectations:
Students who demonstrate understanding will:
2-LS2.1: Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.]
2-LS2.2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. (2-LS4-1.) Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
2-LS4.1: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
Suggested Explorations:
Suggested Explorations:
Grow lima beans in bags: Students will see which liquid will allow a lima bean to grow the fastest. Students will place bean seeds and cotton balls in plastic baggies. Set up four different test areas:
sunlight and water
sunlight and no water
water and no sunlight
no water and no sunlight
Habitat Elements: Hike and Games. Students will identify the five components of habitat:
food
water
shelter
air
space
Students will identify ways in which living things depend on one another for survival. Discussion will include:
food webs
Shat kinds of animals and homes are found in this local habitat?
How does that differ from animals in other habitats (i.e., desert, ocean, polar regions)?
Compare the diversity of life within different habitats.
Students may match animals with their homes using picture cards.
Games exemplify the struggle for survival in the wild and may include Predator/Prey; Bat and Moth; Hibernate, Migrate, Stay Active; Shrinking Habitat; or Oh Deer!
Physical Science Concepts
Physical Science Concepts
Core Ideas:
Core Ideas:
2-PS1: Matter and its Interactions
PS1.A: Structure and Properties of Matter
Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1.1)
Different properties are suited to different purposes. (2-PS1.2-3)
A great variety of objects can be built up from a small set of pieces. (2-PS1.4)
PS1-B: Chemical Reactions
Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not. (2-PS1.4)
GLEs: SA.1-2; SB.1-3; SE.1-2
Performance Expectations:
Performance Expectations:
Students who demonstrate understanding will:
2-PS1.1: Plan and conduct an investigation to describe and classify different kids of materials by their observable properties.
2-PS1.2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. [Assessment Boundary: Assessment of quantitative measurements is limited to length.]
2-PS.-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
2-PS1.4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Suggested Explorations:
Suggested Explorations:
Using observable similarities and differences, sort leaves, shells, coins, books, and/or other classroom accessible objects into morphological groupings of relatedness. Students present their classification scheme and explain the sorting criteria they used.
Learn about the three states of matter (solids, liquids, gases). Use knowledge of a gas to complete the following challenge: design and build a model of a hot air balloon, using the materials provided. www.resa.net
Explore the three states of matter by observing an ice sculpture snowman through the frozen form, melting, and finally evaporation.
Earth and Space Science Concepts
Earth and Space Science Concepts
Core Ideas:
Core Ideas:
2-ESS1: Earth’s Place in the Universe
ESS1.C: The History of Planet Earth
Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1.1)
AKSS: SA.1-2; SD.2
2-ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
Wind and water can change the shape of the land. (2-ESS2.1)
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2.2)
ESS2.C: The Roles of Water in Earth’s Surface Processes
Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2.3)
ETS1.C: Optimizing the Design Solution
Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (Secondary to
2-ESS-2.1)
GLEs: S.A.1-2, S.E.1-3, S.G.3-4
Performance Expectations:
Performance Expectations:
Students who demonstrate understanding will:
2-ESS1.1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly. [Assessment Boundary: Assessment does not include quantitative measurements of timescales.]
2-ESS2.1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2-ESS2.2: Develop a model to represent the shapes and kinds of land and bodies of water in an area. [Assessment Boundary: Assessment does not include quantitative scaling in models.]
2-ESS2.3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Suggested Explorations:
Suggested Explorations:
Models of volcanoes and earthquakes.
Examples of events and timescales could include volcanic explosions and earthquakes, which happen quickly and erosion of rocks, which occurs slowly.
Investigate erosion revealing how human-made devices can mitigate impact of erosion.
Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.
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